The document discusses guidelines and best practices for conducting evaluations of children who may need special education services. It outlines steps for identifying children for evaluation, conducting a full and individualized evaluation using various assessment tools, and techniques for interviewing parents and observing the child. The evaluation aims to determine the child's needs, guide decision-making about educational programming, and ensure parents provide informed consent to the evaluation.
Guidance and Counselling for children. The basic skills which need to be mastered by a counselor to provide effective service.
Attending skills, listening skills, paying attention skills, giving responses skills, identifying problems skills and intervention skills.
Guidance and Counselling for children. The basic skills which need to be mastered by a counselor to provide effective service.
Attending skills, listening skills, paying attention skills, giving responses skills, identifying problems skills and intervention skills.
“Courage doesn’t happen when you have all the answers. It happens when you are ready to face the questions you have been avoiding your whole life.”
― Shannon L. Alder
Guidance and Counselling: Assessment and InterventionAri Sudan Tiwari
The document explains various methods of assessment used in the process of guidance and counselling. The methods discussed in detail are: Intake interview, case study, mental status examination, psychological assessment tools; such as, cognitive and personality assessment. The document further elaborates some intervention techniques; such as, relaxation training, assertion training, bio-feedback, systematic desensitisation, A-B-C model of cognitive behaviour approach, rational-emotive therapy, etc. employed in guidance and counselling.
This is uploaded for Mizo church youth leaders like TKP, KTP, SAY etc as they are going to take part and take steps in this area. They had passed resolution in their conference.
Counseling is helping process by which, we first understand the problem, and then help the people to understand their problem, and then we need to work together with them to find solution that is appropriate to their situation.
Addiction Medicine Certificate Course by Muktaa Charitable Foundation
Course Material by Dr Narayan Perumal
Lecture conducted at Aga Khan Palace
More material on Fullnasha.com
Sometime we take on Helping roles without our own knowledge. People look up to you for help, and it helps to know the basics of Helping Relationships. These slides are to just create that platform.
The presentation on 'Feedback' was prepared and presented during 2013-2014 as a part of M.Ed. the curriculum of School of Education, Pondicherry University, Puducherry.
The presentation contains about Feedback, Types of Feedback, Characteristics of Constructive Feedback, and Function of Feedback.
“Courage doesn’t happen when you have all the answers. It happens when you are ready to face the questions you have been avoiding your whole life.”
― Shannon L. Alder
Guidance and Counselling: Assessment and InterventionAri Sudan Tiwari
The document explains various methods of assessment used in the process of guidance and counselling. The methods discussed in detail are: Intake interview, case study, mental status examination, psychological assessment tools; such as, cognitive and personality assessment. The document further elaborates some intervention techniques; such as, relaxation training, assertion training, bio-feedback, systematic desensitisation, A-B-C model of cognitive behaviour approach, rational-emotive therapy, etc. employed in guidance and counselling.
This is uploaded for Mizo church youth leaders like TKP, KTP, SAY etc as they are going to take part and take steps in this area. They had passed resolution in their conference.
Counseling is helping process by which, we first understand the problem, and then help the people to understand their problem, and then we need to work together with them to find solution that is appropriate to their situation.
Addiction Medicine Certificate Course by Muktaa Charitable Foundation
Course Material by Dr Narayan Perumal
Lecture conducted at Aga Khan Palace
More material on Fullnasha.com
Sometime we take on Helping roles without our own knowledge. People look up to you for help, and it helps to know the basics of Helping Relationships. These slides are to just create that platform.
The presentation on 'Feedback' was prepared and presented during 2013-2014 as a part of M.Ed. the curriculum of School of Education, Pondicherry University, Puducherry.
The presentation contains about Feedback, Types of Feedback, Characteristics of Constructive Feedback, and Function of Feedback.
Kojo's Academy Overview and Learning GoalsOne Hen Inc
An overview of One Hen's Kojo's Academy. A 16 session enrichment curriculum developed by education nonprofit One Hen which teaches children financial responsibility, problem solving skills, creative thinking and the value of giving back to their community
Coordinated and adaptive information collecting in target tracking wireless s...LogicMindtech Nologies
NS2 Projects for M. Tech, NS2 Projects in Vijayanagar, NS2 Projects in Bangalore, M. Tech Projects in Vijayanagar, M. Tech Projects in Bangalore, NS2 IEEE projects in Bangalore, IEEE 2015 NS2 Projects, WSN and MANET Projects, WSN and MANET Projects in Bangalore, WSN and MANET Projects in Vijayangar
BOOK SECTECTION TOOLS
Selection aids or tools provide necessary information about books, their contents, bibliographic characteristics, physical formats, possible uses and where they can be obtained.
There is no single selection tool capable of per-forming all the functions of buying guide needed by the librarian. The librarian can have fingertip access to large sources of information. Selecting 2or3 tools appropriality
There are three types of book section tools or aids, namely:
(A) Per-publication Review Media
(B) Post- publication Review Media
(C) Review of learned periodicals and Specialised Journals
(A) Pre- publication Review Media
1. Publisher’s Weekly.
New York, R.R. Bowker Co. 1872
The weekly is standard American book trade journal. It is a valuable professional aid for selecting books in different types of libraries specially where there is urgency of purchasing popular books.
The weekly mentions non-book materials only but they are not reviewed. Its scope and content is larger than bookseller. It is an essential reading for the librarians to get information about new books.
Publisher’s weekly reviewed 3670 adult books and 520 juvenile works in 1976. Its circulation now, is over 32,000.
2. The New York Times Books Review (weekly).
New York, the New York Times Co. 1896
It is the most popular and oldest reviewing periodical in the USA. Review of books for children and young adults regularly appear in each issue. Each issue lists best selling paperbacks. Fiction reviews are exhaustive and complete-reviews are written by experts.
3. Library Journal (semi-Monthly, Sep-jun: Monthly, July-August).
New York , R.R.Bowker Co. 1876
Public libraries and academic libraries prefer this journal for selection of books. Professional libraries and teachers in library science write the reviews.
The journal is primarily devoted to books and provides varying attention to other media also. Nearly 500 book reviews appear in a year. Reviews generally appear one or two months after the books are published. Reviews are arranged by broad subject headings. The arrangement is alphabetical by subect.
Week 2 Application—InterviewUnderstanding Differences in Perspec.docxcelenarouzie
Week 2 Application—Interview
Understanding Differences in Perspectives on the
Care and Education of Infants and Toddlers
Step 1: Interview Setup
Identify an adult who you would like to interview based on the following criteria:
· He or she is a parent of or family member who lives with a child age three or under. (Note: Although the suggested interview questions are written for parents, you may modify the wording to be appropriate for another family member who has a close relationship with the child.)
· His or her cultural framework appears to be similar to yours. (To determine this, take time to consider your own cultural background and the insights you gained from the Application in Week 1.)
Then, contact the person you would like to interview and inform him or her that you are working on a course on cultural and family studies for infant/toddler professionals and would like to learn about his or her perspectives on the care and education of an infant or toddler in his or her family.
Schedule the interview, which should take approximately 30 minutes or longer.
Step 2: Pre-Interview Writing
Before the interview, write a paragraph describing your interviewee and explaining why you believe his or her cultural framework might be similar to yours.
Step 3: Interview
Conduct the interview. While you may be accustomed to casual two-way conversation with your interviewee, be sure to keep the focus of this interview on learning about your interviewee’s perspectives. You will have an opportunity to reflect on your own views after the interview concludes.
During the interview:
· Focus on creating a sense of trust.
· Ask open-ended questions and allow plenty of time for your interviewee to think about his or her response.
· Listen deeply to what is said (or not said), without judgment.
· Observe the person’s demeanor. Notice any verbal and nonverbal cues that may indicate that he or she feels uncomfortable.
The following questions are provided as a reference and reflect the content you will be exploring throughout this course. You may wish to amend these questions or add new ones based on this week’s Learning Resources.
Interview Questions
Before you begin asking questions, take a little time to talk about how you have begun to conceptualize culture, as well as what your own identity means to you. Then, naturally segue into the first interview question.
1.
How would you describe yourself in terms of your culture? How do you think your culture influenced your family upbringing? How do you think your culture and family upbringing have influenced your identity?
2.
How would you describe your child, including his or her cultural background?
3.
What language(s) do you speak with your infant/toddler? What language(s) do other people in his or her life speak?
4.
Could you tell me about how you approach schedules in your child’s everyday life? Do you believe that an infant/toddler should have a regular schedule for feeding or eat when.
Basic principles, interview style, various components and their significance, how to take history of present illness, past history,family and personal history, substance history, premorbid personality
Precepting is vital to promoting the competence, familiarity, confidence, and security of new nurses in a new environment. Historically, there have been few standardized or universally accepted guidelines for the curriculum that should be included in the preceptorship model.
We created this groundbreaking new course, The Preceptor Challenge, to provide the opportunity for practical application of theory-based precepting practice in a lifelike virtual hospital setting. The highly interactive course is available to nurses working in all patient care areas, and teaches how to apply best practices, and how to identify the rationale that makes these practices "best."
Using the Social-Emotional Assessment/Evaluation Measure (SEAM™) with Young C...Brookes Publishing
In this 60-minute webinar, you’ll learn how your program can use the SEAM to reliably assess social-emotional development in infants, toddlers, and preschoolers at risk for delays or challenges and monitor social-emotional development over time.
Jane Squires and Misti Waddell, two of the SEAM developers, will introduce this revised tool and show samples of the two-part assessment (SEAM and SEAM Family Profile). They will also
• highlight the 10 benchmarks on the SEAM
• outline administration procedures
• describe the research behind the tool
• discuss how SEAM results can be used to focus intervention efforts
• share how the SEAM Family Profile can be used to assist practitioners in identifying areas where additional guidance may be needed to help parents support their child’s social-emotional development
Presentation by Hunter Institute of Mental Health Projects Coordinator Ellen Newman for Thrive 2016, weaving wellness and wellbeing conference. This presentation is about mental health literacy and strategies for supporting children’s mental health and wellbeing.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. Purpose of Gathering
Information
• To see if the child is a “child needs special
intervention.”
• To gather information that will help
determine the child’s educational/
therapeutic needs
• To guide decision making about appropriate
educational programming for the child.
3. Identifying Children for Evaluation
• Parents may request that their child be
evaluated.
• The school system may ask to evaluate the
child
Procedural guidelines:
Notify parents in writing
Before the school may proceed with the
evaluation, parents must give their informed
written consent.
4. The Scope of Evaluation
• A child’s initial evaluation must be full and
individual, focused on that child and only
that child.
• The evaluation must use a variety of
assessment tools and strategies
• Reports from other therapists, counselors,
and Special Educators reports and
evaluation data must be referred to.
5. Techniques of Assessment
• Interview Parents
Primary Source
• Records previous/professional reports –
Must be able to interpret
Be careful of predisposition bias
• Observe the child
It starts from the first moment of interaction
6. The art of history taking
• Basis of a true history is good communication
• Important to acquire good consultation skills
which go beyond prescriptive history taking
• A good history is one which reveals the client’s
ideas, concerns, and expectations as well as
any accompanying diagnosis.
• Listening is at the heart of good history taking.
• It takes practice, patience, understanding and
concentration
7. Interview skills
• Clinical Setting
allowing for good eye contact, enabling easy
access to computers or notes and avoiding
'distance'
Take care with the opening greeting, as this
can set the scene for what follows. It may
assist or inhibit rapport.
Take care not to let the gadgets intrude on
the consultation.
8. Interview skills
• Clinician Skills
Aim to Create an Alliance
Empathy, Genuineness, respect , warmth,
immediacy, tolerance, transparency, skillful
validation, patience, Paraphrasing
Do not deal from authoritative position .
Gain understanding of Client’s Focus of
Treatment (FOT)
Time Management
Avoid:
Assumptions
Preconceived ideas
Biases
9. Interview skills
• Listen first and listen second
Let the client tell you the story they have been
storing up for you
Important to be able to ask discriminating,
delineating questions go back to this overall
picture and break down any aspects of the history
that you need to from there.
Listening does not just involve using your ears.
Also use facial expression, body language and
verbal fluency
To use questioning and clarification of details to
'draw out' the history.
10. What questions?
• Open questions
• They do not suggest a 'right' answer to the
patient and give them a chance to express what
is on their mind.
• Questions with options
• This technique must be used with care as there
is a danger of getting the answer you wanted
rather than what the client meant
• Leading questions
• These are best avoided if at all possible. They
tend to lead the client down an avenue that is
framed by your own assumptions.
11. Sensitive Questions Guidelines
• Respect patient privacy
• Be direct and firm
• Avoid confrontation
• Be nonjudgmental
• Use appropriate language
• Document carefully
Use patient’s words as much as possible
12. Interview Do’s and Don’t s
• Inquire if you can help with any immediate requirement/
needs
• Good Eye Contact
• Posture Matching/ Cross Matching
• Avoid Second Guessing
• Listen more Talk less - but keep the flow goal oriented
• Do not Lecture or Educate
• No personal Experiences to be discussed
• Do not take the bait - Become aggressive or sarcastic
• Identify inconsistencies
• No Technical Jargon
• Clarify Responses - Do not move on too quickly
13. A smart mother makes often a better diagnosis
than a poor doctor.
August Bier (1861–1949)
14. Initial Contact Interview Structure
• Personal /Demographic Data
Age, Name , Sex, Education, Economic status
• Informant Information
Name , Relationship, Age , Occupation, Income
Your impression of the reliability of information
• Reason for referral
The immediate reason for being referred to you.
• Presenting complaints and Duration
Brief and verbatim
History of presenting complaints
15. Initial Contact Interview
• History of presenting complaints
A description of the symptoms and their duration,
including:
how the symptoms began, and
how the symptoms changed with time (e.g. Increasing
gradually or stepwise /remained the same/episodic in
nature)
Changes in biological functions (e.g. Sleep, appetite,
weight)
Affect of symptoms on patient’s relationships, day to
day activity and work
Association between symptoms and any stressors or
events
Any other relevant information
16. Initial Contact Interview
• Family history:
age and occupations of parents and the parent’s
relationship with one another
general information about siblings
the patient’s relationship with his parents and
siblings
social standing of the family
history of psychiatric illness, suicide or disability
or substance misuse in the family
Any other relevant information
17. Initial Contact Interview
• Personal history:
Antenatal and birth history
Mother’s general health during pregnancy
• Early developmental history
Cover major milestones like sitting, crawling,
standing, walking, babbling, first words, eating by self
• Health in childhood
Any major illnesses, fits, febrile convulsions
Potential for hereditary diseases
Was the illness episodic? Or was the child
continuously unwell? Nature of treatment received,
and response to treatment? why ?
18. Initial Contact Interview
• Social Communication Assessment:
Eye contact
Time place space orientation
Conflicts with peers
Low interpersonal engagement
Implied social rules
Frequently switches subjects
Incomprehensible speech/language
19. Initial Contact Interview
• Functional Assessment
• Appearance and behavior:
General appearance
Posture and movement
Eye Hand co-ordination
Gross motor/ Fine Motor skills
Attitude towards examiner/environment
• Caution
Denial of opportunity
Socio-economic background
20. Initial Contact Interview
• Behavioral History
Aggressive/calm
Unpredictable
Temper tantrums
Eating habits
Does not like to be touched
Withdrawn/shy
Overly sensitive
• Cognitive Assessment
Attention and concentration
Memory – short term and long term
Intelligence
21. Initial Contact Interview
• Educational History
Previous consultations/Teacher’s opinion
Previous IEP
Any BIP
Academic/ Pre-Academic Activities
Difficulties in classroom
Detailed Antecedents and precedents
22. Initial Contact Interview
• Identify Strengths and Weaknesses of the child
• Identify Likes and Dislikes (Rewards)
• Note down any other points you would like to
discuss further.
• Psycho education
23. Observation
• Identify patterns to a student’s behavior
• Patterns help us predict future occurrences of an
identified behavior.
• In turn, this helps us implement more effective and
efficient interventions (eg. time of day, time of week,
type of class or setting, etc…).
RTI - Response to Intervention
BIP - When a BIP is written for a student, must be
able to Quantitatively describe the identified target
behavior Before, During, and After an intervention has
been utilized.
• Descriptions :Quantitative (encouraged) vs.
Qualitative (discouraged)
24. Points to Remember
• Who is ____________?
Describe child, including such information as place in
the family, personality, likes and dislikes.
• 2. What are __________’s strengths?
Highlight all areas where child does well, including
school, home, community, and social settings.
• 3. What are ________’s successes?
List all successes, no matter how small.
• 4. What are ________’s greatest challenges?
List the areas where child has the greatest difficulties.
• 5. What are _________’s needs?
List the skills child needs to work on and the supports
he or she needs.
25. Points to Remember
• 6. What are parents dreams for ?
Describe parent’s vision for child’s future, including
short-term and long-term goals.
• 7. Other helpful information.
List all relevant information, including health care needs,
that has not already been described above.
• Brainstorm with people
General teacher, Family members, Tutor, Therapist,
consultant) to get ideas before the meeting. Write down
things you feel must be included in the IEP. Decide how
you want to share this information with the other
members of the IEP team.
• Ask other team members
if they can share their ideas about child’s program
26. What can I do if PARENT’S don’t agree?
• Sometimes, the following words can help to
resolve an issue.
“What will it take for us to reach an agreement on
this issue?”
“Why don’t we just try this for 6 weeks and see how
it works?”
“We can all agree that this is not an easy issue. But
we need to find a solution that will work for child. that
we can all live with.”
“I just don’t see this as being appropriate for child.
There have to be other options we haven’t looked
at.”
• Communicate this in a reasonable and calm way.
27. Appropriate Reaction Techniques
• Simple Reflection
It’s okay if you think child does not have a problem at
present. We can work on why others find it difficult to
work with him
• Shifting Focus
A teacher described a child as obstinate
I see him to be a persistent child
28. Appropriate Reaction Techniques
• Reframing
How many times do you think he disturbs the
class? Which particular class?
It does not look like it is all the time. It is in this
particular period or time frame?
29. Conclusion
Try to let clients tell you their story freely.
When you use questions, try to keep them as
open as possible.
Use all your senses to ‘Listen'.
Check that what you think is wrong is what your
patient thinks is wrong.
Keep an open mind and always ask yourself if
you're making assumptions.
Be prepared to reconsider the causes of
symptoms that you or a colleague have decided
upon.
30. Conclusion
• Summarise
give the client a run-down of what they've told
you as you understand it.
Sharing understanding
a good idea to ask the client if there's anything
they want to ask you at the end of a interview.
Fix a date and time for follow up.
Health and Vision and hearing, General intelligence, continuous process
Puts clinicians in the position of a DETECTIVE, to discover problems of a patient.- must be Learn’t and be competent at it. It differenciates an experienced clinician from a novice.
However, if your prompting sparks off a narrative then try to hear it out if it seems to be relevant.